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QUALITY BUSINESS EDUCATION: EMPLOYING AN INTRODUCTORY COURSE FOR FIRST-YEAR BUSINESS STUDENTS REGION 4 ACBSP CONFERENCE, OCTOBER 7, 2011, DAYTON, OH.

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Presentation on theme: "QUALITY BUSINESS EDUCATION: EMPLOYING AN INTRODUCTORY COURSE FOR FIRST-YEAR BUSINESS STUDENTS REGION 4 ACBSP CONFERENCE, OCTOBER 7, 2011, DAYTON, OH."— Presentation transcript:

1 QUALITY BUSINESS EDUCATION: EMPLOYING AN INTRODUCTORY COURSE FOR FIRST-YEAR BUSINESS STUDENTS REGION 4 ACBSP CONFERENCE, OCTOBER 7, 2011, DAYTON, OH

2 INTRODUCTION

3 LITERATURE REVIEW  First-Year Experiences (FYEs) – First-Year Seminars (FYS) (Barefoot et al., 2005; Upcraft, Gardner & Associates, 1989; National Resource Center for the First Year Experience, 2009; Sidle & McReynolds, 1999)  First-Year Business Experiences (FYBEs) (Fawcett & Hazen, 2000)

4 LITERATURE REVIEW  Common Goals & Objectives of FYBE courses: – Academic transition & developing students’ skills for academic success – Introduction to and information about the business programs & curriculum, and business as a career choice – Relationship building with students & faculty (Belcher, 2010; Cox, Schmitt, Bobrowski & Graham, 2005, Crutchfield & Eveland, 2008, Erickson, Stone & Weber, 2000; Gillispie, Reinke, Roach & Muller, 2008; Lifton, Cohen & Schlesinger, 2000, Smith, 1999)

5 LITERATURE REVIEW  Outcomes & Results – Measuring against course objectives – Impact on retention (Crutchfield & Eveland, 2008; Erickson et al, 2010; Gillispie, 2008, Cox et al, 2005)

6 PROBLEM STATEMENT

7 PROBLEMS IDENTIFIED CIRCA 2004  Should be more interactive and hands-on  Should have a greater focus on career opportunities  Should show how areas in business are interrelated  Should have continuity from week to week  Should build camaraderie  Should provide exposure to professors

8 PROBLEMS IDENTIFIED CIRCA 2009  Little connection with incoming students  Difficult to build a sense of community  Absence of exploratory course  Little guidance in career planning  No place to discuss a biblical foundation for business as a career

9 SOLUTION: THE BUSINESS PROFESSION

10 THE BUSINESS PROFESSION: CHARACTERISTICS  Course Characteristics – Two semester credit hours – One hour of lecture; two hours of lab per week – Labs contain no more than 30 students – Required for all business majors

11 THE BUSINESS PROFESSION: COURSE OBJECTIVES 1.Write and defend a business plan 2.Become more aware of God-given talents and abilities and how that fits with business 3.Develop and communicate a biblically based position on capitalism 4.Intentionally network with classmates, faculty, and other business professionals.

12 STUDY: METHODOLOGY AND RESULTS

13 STUDY: METHODOLOGY  Static Group Design Study: – Experimental Group: X O 1 (62 Students in course) – Comparison Group: O 2 (61 Students did not take the course)  Instrument: – 10 point Likert Scale (1 being high and 10 being low score) – 9 questions covering: Relationship with faculty and other business students Understanding personal skills, passions, interests Business plan comprehension and creation – 4 questions covering demographics

14 STUDY: HYPOTHESES Objective 1 Students will be able to write and defend a simple business plan. H1a: There will be a statistically significant difference between the comparison group and the test group in their perceived level of knowledge concerning business plans. H1b: There will be a statistically significant difference between the comparison group and the test group in their perceived ability to construct a business plan. H1c: There will be a statistically significant difference between the comparison group and the test group in students feeling that faculty are easy to approach. H1d: There will be a statistically significant difference between the comparison group and the test group in feeling connected to the business faculty.

15 STUDY: HYPOTHESES Objective 2 Students will become more aware of their own God-given talents and abilities. H2a: There will be a statistically significant difference between the comparison group and the test group in students’ understanding personal strengths, desires, interests and passions. H2b: There will be a statistically significant difference in students having a clear sense of how strengths, interests and passions fit into a chosen major between the comparison group and the test group. H2c: There will be a statistically significant difference between the comparison group and the test group in the feeling that Career Direct was helpful.

16 STUDY: HYPOTHESES Objective 3 Students will be able to develop and communicate a biblically based position on capitalism. H3: Students will be able to formulate a biblically based position on capitalism.

17 STUDY: HYPOTHESES Objective 4 Students will engage in the process of intentional networking with classmates, faculty, and other business professionals. H4a: There will be a statistically significant difference between the comparison group and the test group in feeling like part of the business program. H4b: There will be a statistically significant difference between the comparison group and the test group in how connected students felt to other business majors. H4c: There will be a statistically significant difference between the comparison group and the test group in being identified as a business major. H4d: There would be a statistically significant difference between the comparison group and test group in identifying one’s friends as business majors.

18 STUDY: HYPOTHESES Overall Satisfaction H5: There will be a statistically significant difference between the comparison group and the test group in the level of overall satisfaction with the business program.

19 STUDY: RESULTS HypothesisDescriptionGroupMean Std Dev TDf Sig. (2 tailed) H1a Understand Business plan Comparison4.39342.77656 3.072107.184.003 Test3.06451.94069 H1b Construct a Business plan Comparison4.70492.91744 3.41799.406.001 Test3.20971.79377 H1cFaculty easy to approach Comparison3.60662.59023 2.067121.041 Test2.67742.39380 H1dFeel connected to faculty Comparison4.70492.71627 3.094100.982.003 Test3.43551.71417 H2aUnderstand SDIP* Comparison3.63932.57574 1.326121.187 Test3.08062.07482 H2bClear how SDIP fits career Comparison3.83612.71527 1.761109.610.081 Test3.08061.97773 H2cCareer Direct was helpful Comparison5.72132.65287 6.062121.000 Test3.14522.02320 H4aFeel part of the DBA Comparison4.77052.87166 3.997108.618.000 Test2.96772.05632 H4b Connected to other students Comparison4.31152.74797 2.826105.416.006 Test3.11291.86517 H4cLike being a business major Comparison3.77053.05174 2.181111.307.031 Test2.70492.29015 H4d Friends are in business major Comparison5.18032.94680 2.299111.587.023 Test4.09682.22290 H5 Overall Satisfaction with business program Comparison4.27872.62127 3.492108.851.001 Test2.83611.88131

20 STUDY: RESULTS HypothesisDescriptionGroupMean Std Dev TDf Sig. (2 tailed) H1a Understand Business plan Comparison4.39342.77656 3.072107.184.003 Test3.06451.94069 H1b Construct a Business plan Comparison4.70492.91744 3.41799.406.001 Test3.20971.79377 H1cFaculty easy to approach Comparison3.60662.59023 2.067121.041 Test2.67742.39380 H1dFeel connected to faculty Comparison4.70492.71627 3.094100.982.003 Test3.43551.71417 H2aUnderstand SDIP* Comparison3.63932.57574 1.326121.187 Test3.08062.07482 H2bClear how SDIP fits career Comparison3.83612.71527 1.761109.610.081 Test3.08061.97773 H2cCareer Direct was helpful Comparison5.72132.65287 6.062121.000 Test3.14522.02320 H4aFeel part of the DBA Comparison4.77052.87166 3.997108.618.000 Test2.96772.05632 H4b Connected to other students Comparison4.31152.74797 2.826105.416.006 Test3.11291.86517 H4cLike being a business major Comparison3.77053.05174 2.181111.307.031 Test2.70492.29015 H4d Friends are in business major Comparison5.18032.94680 2.299111.587.023 Test4.09682.22290 H5 Overall Satisfaction with business program Comparison4.27872.62127 3.492108.851.001 Test2.83611.88131

21 CONCLUSIONS & FUTURE DIRECTIONS

22 CONCLUSIONS The survey results show that most of the primary objectives were accomplished  Students learned to write and defend a business plan.  Students developed a biblical view of business and capitalism.  Students engaged in networking with classmates and faculty.  Overall, students were more satisfied with their experience in the business program.

23 FUTURE DIRECTIONS While the primary objectives were accomplished, some aspects of the program should be expanded  Students evaluated their personal strengths as related to business, but did not clearly make the connection with business career opportunities.  More emphasis can be placed on increasing student understanding of each business major and its related occupations.  New networking opportunities might be developed with involvement of upper-level business students as advisors for business plan competition.

24 QUESTIONS? Jeffrey K. Fawcett, D.B.A. Dean, School of Business, Grace College fawcettj@grace.edu Jeff Guernsey, M. Sc. Assistant Professor of Finance, Cedarville University jguernsey@cedarville.edu Susan V. Terkelsen, M.A., Assistant Professor of Information Technology, Cedarville University terkels@cedarville.edu Anne Rich, M.S., C.P.A. Associate Professor of Accounting, Cedarville University richa@cedarville.edu

25 QUALITY BUSINESS EDUCATION: EMPLOYING AN INTRODUCTORY COURSE FOR FIRST-YEAR BUSINESS STUDENTS

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